UNDERGRADUATE THESIS
This undergraduate thesis is submitted to fulfill of the requirements to obtain the degree of Bachelor of Education in Faculty of Economics
Yogyakarta State University
Written by:
Septiningdyah Arianisari 10418244005
ACCOUNTING EDUCATION DEPARTMENT FACULTY OF ECONOMICS
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penolongmu, sesungguhnya Allah beserta orang-orang yang sabar‖
(Al Baqarah: 153)
“Always remember that your own resolution to succeed is more important than others.‖
(Abraham Lincoln)
“Nothing is as powerful as positive thought. Thinking alone may not achieve, but nothing is achieved without thought‖
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time precious as this moment with all people who love each other because the love
is more than a miracle. With the greatest of love, I give this work to beloved people
in my life:
My beloved family, my Dad Samsu Nugroho (Alm), My Mom Eni
Widiyarti, Mama Wara Naini Gustyawati, Papa Ganis Priyanto and My
beloved brother, Mufti Amri Nugroho.
My Second Family, all crew of Student Activity of Foreign Languages
(SAFEL), don’t stop to achieve your big dreams!
BEM FISE UNY 2011 and BEM FE UNY 2012. Always do the best!
My friendsof Accounting Education Department especially International
Program,I'm proudto be your friend.
My Best Friends, Eghi, Isna, Icha, Vivin, Riko, Indah, Risti, Putri, Eva,
Rizal, Giar, Alan.
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terhadap Motivasi Belajar Siswa pada Pembelajaran Akuntansi Kelas XI IPS SMA Negeri 1 Cilacap pada Tahun Ajaran 2013/2014. (2) Pengaruh Fasilitas Kelas Akuntansi terhadap Motivasi Belajar Siswa pada Pembelajaran Akuntansi Kelas XI IPS SMA Negeri 1 Cilacap pada Tahun Ajaran 2013/2014. (3) Pengaruh Penerapan Moving Class dan Fasilitas Kelas Akuntansi terhadap Motivasi Belajar Siswa pada Pembelajaran Akuntansi kelas XI IPS SMA Negeri 1 Cilacap tahun ajaran 2013/2014.
Penelitian ini merupakan penelitian asosiatif kausal. Sampel dalam penelitian ini adalah siswa kelas XI IPS SMA Negeri 1 Cilacap berjumlah 68 siswa. Berdasarkan data merupakan penelitian kuantitatif dengan analisis statistik. Pengumpulan data menggunakan metode kuesioner. Uji coba instrumen dilakukan terhadap 30 siswa kelas XII IPS SMA Negeri 1 Cilacap. Analisis data yang digunakan adalah teknik analisis regresi sederhana untuk hipotesis pertama dan kedua serta analisi regresi ganda untuk hipotesis ketiga. Sebelumnya dilakukan uji prasyarat analisis meliputi uji normalitas, linearitas, multikolinearitas dan heteroskedastisitas.
Hasil penelitian menunjukkan: (1)Terdapat pengaruh positif dan signifikan antara Penerapan Moving Class dengan Motivasi Belajar Siswa pada Pembelajaran Akuntansi kelas XI IPS SMA Negeri 1 Cilacap. Hal ini ditunjukan dengan harga rhitung (rx1y) 0,325 rtabel 0,239 dan Koefisien Determinasi R2x1y sebesar 0.105. thitung 2,787 ttabel sebesar 1,995 pada taraf signifikansi 5%. Persamaan regresi sederhana yakni Y = 0,457X1 + 49,267. (2)Terdapat pengaruh positif dan signifikan antara Fasilitas Kelas Akuntansi dengan Motivasi Belajar Siswa pada Pembelajaran Akuntansi kelas XI IPS SMA Negeri 1 Cilacap. Hal ini ditunjukan dengan harga rhitung(rx2y) 0,319 rtabel 0,239 dan R2x2y sebesar 0,102. thitung 2,734 ttabel 1,995 pada taraf signifikansi 5%. Persamaan regresi sederhana yakni Y = 0,334X2 + 51,049. (3)Terdapat pengaruh positif dan signifikan antara Penerapan
Moving Class dan Fasilitas Kelas Akuntansi secara bersama-sama terhadap Motivasi Belajar Siswa pada Pembelajaran Akuntansi Kelas XI IPS SMA Negeri 1 Cilacap. Hal ini dapat ditunjukan dengan harga Ry(1,2)sebesar 0,387 dan R2y(1,2)sebesar 0.150, Harga Fhitung 5,718 Ftabel (65:2) sebesar 3,138. karenaFhitung>Ftabel dengan nilai signifikansi sebesar 0,005 sehingga F<0,05 dan persamaan regresi sederhana yakni Y = 0,334X1 + 0,238 X2 + 43,879
viii Implementation on Students' Learning Motivation in Accounting Learning on grade XI Social Sciences Program, SMA Negeri 1 Cilacap Academic year 2013/2014. (2) The influence of Accounting Classrooms Facilities on Students' Learning Motivation in Accounting Learning on grade XI Social Science Program, SMA Negeri 1 Cilacap Academic year 2013/2014. (3) The influence of Moving Class Implementation and Accounting Classrooms Facilities on Students’ Motivation in Accounting Learning on grade XI Social Science Program, SMA Negeri 1 Cilacap Academic year 2013/2014. This study is classified into causal associative research. This research is a quantitative research. The amounts of sample were 68 students of XI Social Science Program SMA Negeri 1 Cilacap. The data collection techniques were questionnaires. Instrument testing was conducted on 30 students of XII Social Science Program SMA Negeri 1 Cilacap. Data analysis was simple regression analysis for first and second hypothesis and multiple regression analysis for third hypothesis. Previously, prerequisite analysis testing was confirmed including normality, linearity, multicollinearity dan heteroscedasticity.
The research findings: (1) There is a positive and significant influences of Moving Class Implementation on Students’ Learning Motivation in Accounting Learning of Grade XI Social Science Program, SMA Negeri 1 Cilacap. It can be seen from the score of remp 0.325 rtable 0.239 and coefficient of determination R2x1y at 0.105. The temp 2.787 ttable 1.995 for at significance level of 5%. The simple regression equation is Y = 0.457X1 + 49.267. (2) There is a positive and significant influence of Accounting Classrooms Facilities on Students’ Learning Motivation in Accounting Learning of Grade XI Social Science Program, SMA Negeri 1 Cilacap. It can be seen from the score of remp 0.319 rtable 0.239 and R2x2y of 0.102. temp 2.734 ttable 1,995 for at significance level of 5% and the simple regression equation is Y = 0.334X2 + 51.049. (3) There is a positive and significant influence of Moving Class Implementation and Accounting Classroom’s Facilities on
Students’ Learning Motivation of Grade XI Social Science Program, SMA 1 Cilacap. It can be seen from the score of Ry(1,2) that is equal to 0.387 and the coefficient of determination (R2y(1,2)) at the amount of 0.150, the score of Femp 5.718 Ftable (65:2) 3.138 because Femp>Ftable with a significance level of 5% and the simple regression equation is Y = 0.334X1 + 0.238 X2 + 43.879
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So That This Undergraduate Thesis Entitled “The Influences of Moving Class Implementation and Accounting Classrooms Facilities on Students’ Learning Motivation in Accounting Learning on Grade XI Social Sciences Program SMA Negeri 1 CilacapAcademic Year 2013/2014” finally finished.
I realize that it would have been not possible without the support of many people.
Therefore, I would like to express my deepest gratitude to the following:
1. Prof. Dr. Rochmat Wahab M.Pd., M.A., Rector of Yogyakarta State University.
2. Dr. Sugiharsono, M.Si., Dean of Faculty of Economics YSU who had gave the
research permission for this undergraduate thesis.
3. Sukirno M.Si.,Ph.D., Head of Accounting Education Department and my
supervisor who had been pleased to take the time to provide advice, and
motivation until this thesis could be completed.
4. Diana Rahmawati M.Si., my academic supervisor who had provided assistance,
guidance and advice during the study period.
5. Mahendra Adhi Nugroho M.Sc., Second Supervisor who had provided advice
until this thesis could be completed.
6. Sarto M,Pd., the Headmaster of SMAN 1 Cilacap who had given me the
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year of 2012/2013 were helpful and active during the research.
9. All parties who cannot be mentioned individually but had provided me all their
supports and assistances during the research process.
May God give the best for all the people mentioned above. Finally, I hope that this
work will be useful for the readers.
Yogyakarta, 18 June2014 Author
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TABLE OF CONTENT
Page
COVER ... i
SUPERVISOR VALIDATION PAGE ... ii
VALIDATION PAGE ... iii
DECLARATION OF AUTHENTICITY ... iv
MOTTO ... v
DEDICATION ... vi
ABSTRAK ... vii
ABSTRACT ... viii
FOREWORD ... ix
TABLE OF CONTENT ... xi
LIST OF TABLE ... xiv
LIST OF FIGURE ... xv
LIST OF APPENDICES ... xvi
CHAPTER I INTRODUCTION ... 1
A. Background of the Study ... 1
B. Identification of the Problem ... 11
C. Limitation of the Problem ... 12
D. Formulation of the Problem ... 13
E. Objectives of the Research ... 13
xii
CHAPTER II LITERATURE REVIEW ... 16
A. Theoretical Description ... 16
1. Students’ Learning Motivation ... 16
a. Definition of Motivation ... 16
b. Definition of Learning ... 18
c. Definition of Learning Motivation ... 19
d. Function of Motivation ... 20
e. The Kinds of Motivation ... 21
f. The Importance of Motivation in Learning... 23
g. The Characteristics of Learning Motivation ... 24
h. Indicators of Learning Motivation ... 25
2. Moving Class Implementation ... 26
a. Definition of Moving Class ... 26
b. The Implementation of Moving Class ... 27
c. The Reasons of Moving Class Implementation ... 29
d. Objectives of Moving Class Implementation... 31
e. Advantages and Disadvantages of Moving Class ... 32
3. Accounting Classrooms Facilities ... 34
a. Definition of Learning Facilities ... 34
b. The kinds of Learning Facilities ... 36
xiii
2. Prerequisites Test Analysis ... 66
3. Hypothesis Testing ... 68
CHAPTER IV RESEARCH RESULTS AND DISCUSSION ... 74
A. Descriptionof Research Data ... 74
1. Descriptionof General Data ... 74
2. Description of Special Data ... 78
B. Prerequisites Testing Analysis ... 91
1. Normality ... 91
2. Linearity ... 92
3. Multicollinearity ... 94
4. Heteroscedasticity ... 94
C. Hypothesis Testing ... 95
D. Discussion of Research Result ... 104
E. Restrictiveness of Research ... 112
CHAPTER V RESEARCH CONCLUSION AND SUGGESTIONS ... 113
A. Conclusion ... 113
B. Implication ... 114
C. Suggestions ... 115
REFERENCES ... 118
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Table 3. Instrument Gratings on Moving Class Implementation ... 55
Table 4. Instrument Gratings on Accounting Classrooms Facilities ... 55
Table 5. Instrument Gratings on Students’ Learning Motivation in Accounting Learning ... 56
Table 6. Summary of Instruments’ Validity Testing Result ... 59
Table 7. The Changes Instrument Grating of Research ... 60
Table 8. The Guideline of Reliability Coefficient Levels ... 61
Table 9. Summary of Instruments Reliability Testing Result ... 61
Table 10. Frequency Distribution on Moving Class Implementation ... 80
Table 11. Tendency Distribution on Moving Class Implementation (X1) ... 82
Table 12. Frequency Distribution on Accounting Classrooms’ Facilities ... 84
Table 13. Tendency Distribution on Accounting Classrooms’ Facilities (X2) 86 Table 14. Frequency Distribution on Students’ Learning Motivation in Accounting Learning ... 88
Table 15. Tendency Distribution on Students’ Learning Motivation in Accounting Learning(Y) ... 90
Table 16. The Results of Normality Test ... 91
Table 17. The Results of Linearity Test ... 93
Table 18. The Results of Multicollinearity Test ... 94
Table 19. The Results of Heteroscedasticity Testing ... 95
Table 20. The Results of Simple Regression Analysis ... 96
Table 21. The Results of Multiple Regression Analysis ... 100
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LIST OF FIGURE
Page
Figure 1. Schematic Framework ... 47
Figure 2. Histogram of Frequency Distribution on MovingClass
Implementation ... 80
Figure 3. Pie Chart of Tendency on Moving Class Implementation ... 83
Figure 4. Histogram of Frequency Distribution on Accounting
Classrooms Facilities ... 85
Figure 5. Pie Chart of Tendency on Accounting Classrooms’ Facilities ... 87
Figure 6. Histogram of Frequency Distribution on Students’
Learning Motivation in Accounting Learning ... 89
Figure 7. Pie Chart of Tendency on Students’ Learning Motivation
in Accounting Learning ... 91
xvi
LIST OF APPENDICES
Page
Appendices 1. The Instrument of Research ... 121
a. The Instrument of Research Testing ... 122
b. The Instrument of Research ... 128
Appendices 2.The Instrument Testing of Research Analysis ... 134
a. The Table of the Research Instrument Testing Data... 135
b. The SPSS Output of Validity and Reliability Testing ... 142
1) The Validity ... 143
2) The Reliability ... 161
Appendices 3. The Data of Research ... 165
a. The Table of Research Instrument Data ... 166
b. The Data Tabulation... 176
c) Multicollinearity ... 189
d) Heteroscedasticity ... 191
3) Hypothesis Testing ... 195
a) 1st Hypotesis ... 195
b) 2nd Hypotesis ... 196
c) 3rd Hypotesis ... 197
d. Relative Contribution and Effective Contribution ... 198
e. Tables ... 204
Appendices 4. Research Permission ... 218
1
CHAPTER I INTRODUCTION A. Background of the Study
Education cannot be discharged in human lives due to the fact that human
are born to think and search for knowledge. In addition, education can be one
of indicators whether a country is categorized as a developed country. A
country can be said to be developed country from the existing education level
in the country. The higher education level of a country, more developed
countries. In relation to this notion, education has a crucial function that
should be noted on UU Sistem Pendidikan Nasional No.20 Tahun 2003 Bab II, pasal 3, which reads:
“Pendidikan nasional berfungsi mengembangkan kemampuan dan
membentuk kemampuan dan membentuk watak serta peradapan bangsa yang bermanfaat dalam rangka mencerdaskan kehidupan bangsa, bertujuan untuk perkembangan potensi peserta didik agar menjadi manusia yang beriman dan bertaqwa kepada Tuhan Yang Maha Esa, berakhlak mulia, sehat berilmu, cukup, kreatif, mandiri, dan menjadi
warga yang demokratis dan tanggung jawab”
Based on the statement, education serves to develop the human’s skills
and abilities. To develop students’ skills and abilities, as parts of human
beings, it is urgently needed appropriate ways or processes of learning which
suit to the students’ need in order that the goals of education will be
successfully achieved. In this context, the main goal of education is changes
the students to be someone’s mature; someone who is able to think and take
In order to address the UU Sistem Pendidikan Nasional No.20 Tahun 2003, the government issued the Peraturan Pemerintah No. 19 Tahun 2005 mengenai Standar Nasional Pendidikan. Related to this issue, the Government categorizes schools into two groups. The first group, autonomous
schools (Sekolah Kategori Mandiri), consists of schools that have met or are about to meet the National Education Standards. Another category, standard
schools (Sekolah Standar) consists of schools that have met the National Education Standards. Those categories are based on the eight National
Education Standards, namely standard of contents, standard of process,
competence of graduates standard, educational staff standard, facilities and
infrastructures standard, management standard, financing standard and
evaluation standard. Learning activities in schools requires good collaboration
between students, teachers and the school environment. The effective learning
is student-centered learning and a teacher acts as a facilitator. Based on the
previously research, the one of problem in learning is students not motivated
to learn and it can prevent the goal of learning activity.
Economics-Accounting, is one of subject which learned in Senior High
School. Accounting is activity to recording transactions in an enterprise or
other economic units and organizing the periodic financial statements.
Accounting learning in senior high school learning is different from learning
the Economic subject and only learn the accounting cycle in Services and
Trade Company while in vocational school learn accounting more specific
include the taxation, accounting for manufacture company, etc.
Moving Class Implementation can be set to a more interactive learning
process. A learning strategy using moving class system is one of the
requirements of the implementation of the autonomous school category with
the approach of subject matter classes.Through this system, both of students
and teachers can create conducive learning environment. Therefore, when the
students enter a certain class, they are able to focus in on the subject that is
being pursued. Moving class aims to make students feel comfortable in alive
in the learning process that they are not saturated and are responsible for what
is being learned.
According Petunjuk Teknis Pelaksanaan Sistem Belajar Moving Class di di SMA (2010: 35) states that the advantages of this system is that the students have more time to move, so they supposed to be fresh to follow the learning
process. Meanwhile, the teachers can prepare learning materials, and learning
media maximally to support the learning activities. Moving class also
facilitate the interaction between the teachers and the students in discussing
the learning materials because they study in a more supportive classroom. In
its implementation, each class must be equipped facilities which relate to the
terms of the application of its concept, moving class must be based on mastery
of MBS (Manajemen Berbasis Sekolah) that school performance can be audited in a transparent way and created a school vision elegantly. In terms of
its pedagogic aspect, moving class requires a track record of the students'
learning progress (portfolios) which is neglected in conventional classes. A
misunderstanding of teachers is also reflected in the remedial program. In
conventional classes, the remedial program is only applied to the students
with cognitively low achievement. However, in moving class, the assessment
is not just concerning on the students’ cognitive aspects, as Plan Evaluation
and PBK (Penilaian Berbasis Kelas) have benchmarks that reach all aspects of students' ability and personality.
Learning strategies by applying the Moving Class System is one of the
requirements Sekolah Kategori Mandiri (SKM) implementation with subject class approach. As ex-International Standard School that is now well-known
as autonomous school (Sekolah Kategori Mandiri), SMA Negeri 1 Cilacap has implemented moving class system. Besides it is a basic requirement to
become an autonomous school (Sekolah Kategori Mandiri), this policy is taken with an expectation that more students will be excited and motivated in
following learning process. According to Sagala (2010: 187) by applying
moving class system, it is expected that all parties would ease in running the
teachers will be better; the learning media will be easily available; the
students will not easily get bored; the students will be more active and
motivated to learn, the allocation of the learning time can be optimized, the
students’ discipline will be better, and the students will be more autonomous.
In SMA Negeri 1 Cilacap, Moving Class System has been applied in
2010 and it was initially welcomed by the students. However, in its
implementation, moving class experiences many obstacles because it was
complicated and tiring. Many of the students felt tired when moving,
especially when they should study in the buildings with two or more stairs. In
the afternoon, they were reluctant to move from one to other rooms. Students
rushed to bring textbooks for every subject moving to other classes.
According to some students, there was no difference between the application
of moving class and conventional class. The teachers did not make use the
learning media and facilities effectively while actually moving class can help them manage the classroom appropriately. By moving class, the teachers
could actually more freely use varied and interesting learning methods and
models because the teachers were free to plan his/ her own class. On the
contrary, there were still many teachers who made use of conventional
learning models. The teachers also had not implemented portfolio assessment
which was actually formerly expected that by implementing moving class
class will make students more motivated and fresh in climate was not
achieved. Despite, it made the students irritated and eventually even moving
class became dysfunctional. The teaching and learning time was reduced
because of the students’ migration. The teacher whose lack of discipline also
made learning process with moving class system disrupted. The discipline
here was not only in the arrival punctuality of teachers and other personnel,
but in their performances on their professional duties.
Accounting Classrooms Facilities is that another way can be taken to
improve Students’ Motivation Learning. The learning media and equipments
are used to achieve the goals optimally. The learning equipments here consist
of facilities and infrastructures. According to Ibrahim Bafadal (2004: 2),
learning facilities are media, materials and furniture crops which are directly
used in the learning process in schools. Meanwhile, infrastructures are the
basis of all equipment devices that indirectly support the teaching and
utilize it to support their learning activities. To support teaching and learning
facilities, the government has set the standard of facilities and infrastructures
in Peraturan Menteri Pendidikan Nasional Republik Indonesia No. 24 Tahun 2007 tentang Standar Sarana dan Prasarana untuk SD/ MI, SMP/ MTS, dan SMA/ MA.
Generally, the educational facilities and infrastructures provided by SMA
Negeri 1 Cilacap, such as furniture, props, media, books and other learning
resources, information and communication technology, and other equipment,
can be said sufficiently adequate and they almost meet the criteria. However,
there are problems that arise such as the use of means which are not suitable
to its benefits, as well as the inability of the teachers to use learning tools and
media with cutting edge technology into its own constraints. The
infrastructures of SMA Negeri 1 Cilacap cover land, classrooms, libraries,
laboratories, the headmaster’s room, a teachers’ room, an administrative
room, a mosque and other places of worship, a counseling room, an UKS
room, a room for students’ organization, canteens, toilets, a sport center, and a
hall room. They were available with well-preserved condition and conform to
The one of differences of schools that implemented moving class system
with conventional system was the schools facilities. In conventional schools,
the Government/Foundation/ School Committee only provides classrooms,
computer lab, three lab science (physics, chemistry and biology). The
laboratory for Social Sciences Programs is still rare, and students only learn in
the classroom with makeshift facilities. In Schools that have implementing
Moving Class system, every class should be equipped with appropriate
scientific field of study (Sagala, 2011: 184). While schools that have
implementing Moving Class, the class designed by criteria of subject. The
class to accounting learning or Economics/Accounting provide more facilities
for example books Economics-Accounting, posters or the scheme of
Economics-Accounting materials, and a collection of objects related to the
material Economic-Accounting. Not only Classroom by subject, but also
schools provides Social Sciences laboratory facilities are supporting Students'
Learning Motivation.
Although have complete facilities, this condition remains disputed,
especially for students because of its location between the target class when
class movement (moving class) felt tiring because of the structure of
multi-storey buildings which make students tired. Unavailability of lockers for
students as storage space their items is also an obstacle because the students
maximizing existing facilities. Learning facilities in the Accounting class such
as books and modules are still few and rarely used. The utilization of
laboratory practice and research activities is not maximized.
Students’ Learning Motivation cannot be separated from the various
factors that affect it. Mulyasa (2005: 120) suggests that Students’ Learning Motivation can be enhanced through the arrangements of physical
environment, work atmosphere, disciplines, recognition, and learning
resources. The symptoms arising from the Moving Class Implementation and
the lack of utilization of Accounting Classrooms’ Facilities will have an
impact on Students’ Learning Motivation. Effort to increase student
motivation to learn in order to achieve the learning objectives is not easy, it is
because the learning process is a very complex process and involves a lot of
elements, includes students, teachers and school environments that support
learning.
Through the use of moving class system, students can experience
various learning situations. With these various learning atmosphere, students
do not simply think and learn, but they are required to do real practice related
to the given subject. Moving Class Implementation can provide variously
interesting and fun atmospheres that can avoid the students’ boredom.
Another factor is learning facilities, but in this study only focused in
learning process. The expectation in Accounting Classrooms with the good
condition, availability and utilization of Facilities has any influence toward
Students’ Learning Motivation. Accounting students can study better then
requires strong motivation in learning activities that run optimally. The one of
ways that can be taken to improve Students’ Motivation Learning, especially in Accounting Learning by Moving Class Implementation and Accounting
Classrooms Facilities.
Based on the background above, the writer is interested in conducting a
research entitled "The Influences of Moving Class Implementation and
Accounting Classrooms Facilities on Students’ Learning Motivation in Accounting Learning on Grade XI Social Sciences Program SMA Negeri 1
B. Identification of the Problems
Based on the background above, some problems arising can be identified, such as:
1. To eliminate students’ boredom when learning process, the school implemented the moving class system. However, the students easily get
tired when moving, especially in school -rise buildings as they have to
move up and down stairs. In the afternoon, the students are reluctant to
move to another class.
2. According to some students, there is no different between the
implementation of moving class and conventional classroom.
3. Students’ time for learning is reduced because of their migration.
4. Teachers also have not implemented portfolio assessment that is expected
by moving class system.
5. In the classroom, teachers do not utilize the available learning facilities
optimally while actually moving class can help teachers to manage their
classes. Some teachers tend to still use conventional learning models.
6. Facilities that support learning have not been fully met and utilized
effectively and efficiently. Learning facilities in the Accounting class such
as books and modules are still few and rarely used.
7. Lack of lockers for students as storage space their items and students must
8. The Utilization of Social Sciences Laboratory for practice and research is
not maximized.
C. Limitation of the Problems
Based on background of the problem and identification of the problem, not all the problems studied. To support the learning process in order to achieve
educational goals one of which is required in self-motivation of students to
learn because without motivation the students’ not focus to learn. This study focuses on two factors that influence Students’ Learning Motivation in Accounting Learning of Grade XI Social Sciences Program SMA Negeri 1
Cilacap Academic Year 2013/2014 are Moving Class Implementation and
Accounting Classrooms Facilities.
Moving Class Implementation factors has many advantages in the learning
process so that students are expected to improve Students’ Learning Motivation in Accounting Learning. Accounting Classrooms Facilities factor have been
adequate facilities and appropriate accounting learning criteria can lead to
D. Formulation of the Problem
Based on the problems which are already identified above, the research problems can be formulated as follows:
1. Is there any influence of Moving Class Implementation on Students'
Learning Motivation in Accounting Learning on grade XI Social
Sciences Program, SMA Negeri 1 Cilacap Academic year 2013/2014?
2. Is there any influence of Accounting Classrooms Facilities on Students'
Learning Motivation in Accounting Learning on grade XI Social
Sciences Program, SMA Negeri 1 Cilacap Academic year 2013/2014?
3. Is there any influence of Moving Class Implementation and Accounting
Classrooms’ Facilities on Students’ Motivation in Accounting Learning
on grade XI Social Sciences Program, SMA Negeri 1 Cilacap Academic
year 2013/2014?
E. Objectives of the Research
Based on the problem formulation, the objectives of this research are to
find out:
1. The Influence of Moving Class Implementation on Students' Learning
Motivation in Accounting Learning on grade XI Social Sciences
2. The Influence of Accounting Classrooms Facilities on Students' Learning
Motivation in Accounting Learning on grade XI Social Science Program,
SMA Negeri 1 Cilacap Academic year 2013/2014.
3. The Influence of Moving Class Implementation and Accounting
Classrooms Facilities on Students’ Motivation in Accounting Learning on grade XI Social Science program, SMA Negeri 1 Cilacap Academic
year 2013/2014.
F. Significances of the Research
It is expected that the results of this research will be useful and bring
some benefits to everybody, including the education community, public and
society, whether it is or theoretically and practically. The specifications of the
significances of this research as follows:
1. Practical Significance
a. For Researchers
This research is expected to be able to be used to improve the
researcher’s ability to think scientifically, to gain new invention and
experiences.
b. For Teachers.
Facilities and its relationship with the Students' Learning Motivation
until the teachers can take appropriate action when learning process is
running.
c. For Students
This serves as a knowledge for students regarding their expected
roles in teaching and learning process, especially in the Moving Class
Implementation and the utilization of Accounting Classrooms
Facilities.
d. For The Decision Maker
The results of this study can be taken into consideration in
decision-making at the school, especially on the aspect of school
management.
2. Theoretical Significance
a. It can be used as the source of information for the development of
knowledge related to the influence of Moving Class Implementation
and Accounting Learning Facilities on Students' Motivation in
Accounting Learning.
16 1. Students’ Learning Motivation
a. Definition of Motivation
The word "motive", is defined as efforts that encourage a person to do
something. Motives can be regarded as the driving force from and
within a subject to perform certain activities in order to achieve a goal.
Even, the motives can be interpreted as internal conditions
(preparedness). Derived from the word "motive" itself, then motivation
can be defined as the driving force that has become active. Motive
becomes active at certain times, especially when the need to achieve
goals was urgently need (Sardiman, 2012: 73).
According to Ngalim Purwanto (2007: 71) motivation is "driving"—that is a conscious effort to affect a person's behavior in order that he/ she
move to action to do something to achieve a particular result or goal.
The definition of motivation, according to Oemar Hamalik (2001: 158),
is a changing energy within a person which is characterized by the onset
of one's feelings and reactions to achieve a certain goal. Motivation can
also be said to be a series of efforts to provide certain conditions.
Therefore, someone is willing to or wants to do something, and if he
According to Mc .Donald (in Sardiman, 2012: 73-74), motivation is the
changing energy within someone that is characterized by the emergence
of "feeling" and preceded by the response toward the presence of certain
goal. Here, Mc. Donald’s definition contains three essential elements,
namely:
1) Motivation leads a changing of energy within every individual.
2) Motivation characterized by the appearance of "feeling"—that is one's affection.
3) Motivation will be stimulated because of the willingness to achieve
certain goal.
Of the three elements above motivation is something complex.
Motivation will lead to the changing of energy within individuals, so it
will cling to the issue of psychiatric symptoms, feelings and emotions,
then to act or do something. All of this is driven because of the goals,
needs, or desires.
To motivate others, it will be more successful if the objectives are clear
and recognized by the motivated and in accordance with the needs of
people who are motivated. The purpose of motivation, according
toNgalim Purwanto (2007: 73), is for someone to move the desire and
Based on the definitions can be concluded that Motivation is the driving
force for a person to work doing things in different situations.
Motivation is not limited only to the learning process but also as a driver
to do a job.
b. Definition of Learning
According to Sugihartono (2007: 74), "Learning is a process of change
in behavior as a result of the interaction of individuals with their
environment to meet their nee s". Wina Sanjaya (2008: 110) argues that
"Learning is a mental process that occurs within a person, which can
cause behavioral changes". Then Hilgard in Yatim Riyanto (2009: 4)
reveals that“Learning is the process by which an activity originates or is changed throught training procedures (weather in the laboratory or in the
natural environment) as distinguished from changes by factors not
attributable to training. Another definition of learning is presented by
Muhibin Syah (2011: 68), "Belajar dapat dipahami sebagai tahapan perubahan seluruh tingkah laku individu yang relatif menetap sebagai hasil pengalaman dan interaksi dengan lingkungan yang melibatkan proses kognitif.
According Dimyati and Mudjiono (2009: 42).In the learning process,
several things are covered, such as:
2) Response of the learners, and
3) The consequences reinforcing the response.
From the description above, it can be concluded that learning is a
process of interaction with the environment in a person's conscious
condition that causes a change in behavior. Changes in behavior as a
result of these consciously learning are continuous and functional as
well as permanent. The changes of behavior after going through the
process of learning are not limited to specific aspects, but those
comprehensively affect all aspects of behavior, so that the knowledge
the students will be interconnected.
c. Definition ofLearning Motivation
A definition of learning motivation is proposed by Iskandar (2009: 181),
“Motivasi belajar adalah daya penggerak dari dalam diri individu untuk
melakukan kegiatan belajar untuk menambah pengetahuan.”Besides,
dorongan internal dan eksternal pada siswa-siswa yang sedang belajar untuk mengadakan perubahan tingkah laku, pada umumnya dengan berbagai indikator-indikator atau unsur yang mendukung.‖
From the definitions, it can be concluded that learning motivation is the
students’ mental boost both internally and externally driven due to the
need to interact with the environment through learning activities in order
to conduct better behavioral changes and increase the knowledge and
understanding to achieve accomplishment.
d. Functions of Motivation
According Sardiman (2012: 85), There are three functions of
motivation:
1) Encouraging people to do; i.e. a driver or a motor that releases
energy.
2) Determining the direction of action; i.e. the direction of the goal
what will be achieved.
3) Selecting actions,
Motivation can serve as a driving force and achievements. A person
makes an effort because of the motivation. Good motivation to learn will
also reflect in good results. In other words, with serious efforts which
good achievement. The intensity of a student's motivation will determine
the level of their academic achievement. (Sardiman, 2012: 88-89).
From the definitions, to learn requires motivation. Motivation is an
essential condition of learning. Learning outcomes will be optimal if
there is motivation. The more appropriate the motivation is given, the
more successful the lesson is conducted. Therefore, motivation will
always determine the intensity of learning efforts for students.
e. The Kinds of Motivation
Motivation can be classified into several types depending on the
perspective used. Sardiman (2012: 86-91) mentions various views of
motivation from various perspectives, as follows:
1) Motivation viewed from the basis of its formation
a) Innate Motives
What are meant by innate motives here are the motives that are
brought since the owner was born, without being first learnt.
b) Learnt Motives
These motives arise because of being learnt. These kinds of
motive are more well-known as the motives which are required
2) Physical and Spiritual Motivation.
Physical motivation is related to a person's physical, while
spiritual motivation refers to someone’s mental. The physical
motivation includes reflex, automatic instinct, lust, whereas spiritual
motivation includes willingness. This willingness can be formed
through four moments. Those are:
a) Moment of reasons onset
b) Moment of selection
c) Moment of decision.
d) Moment of the formation of the will
3) Intrinsic and Extrinsic Motivation
a) Intrinsic Motivation
The definition of intrinsic motivation is the motivation that will
be active in the absence of external stimuli because every
individual has no incentive to do something.
b) Extrinsic Motivation
Extrinsic motivation is the motivation that will become active
due to the presence of external stimuli.
In line with the above description, it is described Dimyati and
Mudjiono (2009: 91) that Motivation may arise within someone,
someone’s outside, which is known as an external motivation. Intrinsic
motivation is a kind of force arising or functioning without the
presence of external stimuli. Here, individuals automatically tend to do
something. In contrast, extrinsic motivation is an encouragement that
arises as a result of external stimuli which are responded to by the
individual.
f. The Importance of Motivation in Learning
According to Atkinson in Isjoni and Ismail (2008: 162) "A student who
is motivated to learn because of his desire has the need for success and
the need to avoid failure in learning". Motivation has an important role
in achieving the goals of learning. Iskandar (2009: 192) mentions six
role of motivation in learning, namely:
1) The role of motivation as a driving force or encouragement for
learning activities.
2) The role of motivation to clarify learning goals.
3) The role of motivation to select the direction of action.
4) The role of internal and external motivation in the learning process.
5) The role of motivation to determine the persistence in the learning
process.
Motivation determines the success of a learning process. Students who
have high motivation to learn will have a passion to always strive to
achieve their goals. Students have the motivation to improve themselves.
g. The Characteristics of Learning Motivation
Learning motivation is students’ mental boost both internally and
externally driven due to the need to undertake learning activities in order
to achieve the feat or accomplishment. From the definition above, it can
be said that students' learning motivation can be seen from the activities
which are undertaken. According to Sardiman (2012: 83), a person who
has a high learning motivation has the following characteristics:
1) Diligently face the task
2) Ductile to face difficulty
3) Do not need an external force to achieve accomplishment as good as
possible
4) Demonstrate an interest in solving various problems for adults
5) Tend to work independently
6) Quickly get bored with routine tasks.
7) Cannot easily relinquish their opinions
8) Glad to locate and troubleshoot problems.
If someone has the characteristics as above, it can be said that he/ she
will work well if students persevere in doing the tasks, as well
tenaciously and independently solve any problems and obstacles
encountered. Students do not get stuck in a routine and mechanical
activity that tends to be monotonous. Students have to be able to
maintain their opinions, if they were sure and the opinions are viewed
rationally. Students are more responsive to various problems that exist,
and they tend to find for solutions. Those things are important to note by
the teachers in order to provide the proper and optimal learning
motivation (Sardiman, 2012: 8).
h. Indicators of Learning Motivation
According to Hamzah B. Uno (2007: 23), the nature of learning
motivation is internal and external encouragement to students who are
learning to make changes in behavior, in general, with some indicators
or elements that support. Indicators of learning motivation by Hamzah
B. Uno (2007: 23)can be classified as follows:
1) The presence of a passion and desire to succeed.
2) The presence of driving force and needs in learning.
3) The presence of hopes and desires in the future.
4) The presence of reward in learning.
6) The presence of a conducive learning environment to enable learners
to learn well.
2. Moving Class Implementation a. Definition of Moving Class
Moving Class is defined as a learning model created for active and
creative learning process, which is characterized by which the students
attend or visit their teachers on each class, not vice versa (Sagala, 2009:
183). Through moving class, students will variously have their studying
time from one class to another in accordance with the subject areas
studied. Therefore, they do not feel bored.
Meanwhile, according to the Directorate of PSMA in the Petunjuk Teknis Pelaksanaan Sistem Belajar Moving Class di SMA, it is a system of learning that the students/ group learners are studying through
switching rooms every replacement lessons learned based on the subject.
Subject teachers as well as learning devices in the room are settled in the
predetermined subject rooms.
The concept of moving class refers to the student-centered learning system
that provides a dynamic environment in accordance with the field
studied. In addition, through the use of moving class, students will learn
variously from one class to another in accordance with the subject areas
switched into other subjects, the students will leave the class to the other
classes in accordance with the scheduled subjects. Therefore, students
come to the teachers.
b. The Implementation of Moving Class
Moving Class Implementation is learning activitieswith
studentsmovingin accordancewith thelessonsthat follow. Thusit is
necessary tosubjectthe classorclassesof subjectsalliedtofacilitate
thefeasibilityprocessandfacilitate
insettingteachersteachingactivitiesimplementedteam teaching.
Team Teaching facilitated the teachers in developing materials,
assessment, remedial and enrichment activities. And take decisions in
determining the level of achievement of the students on particular
materials or subjects. Some implementation with Moving Class System
could be implemented well and give a significant improvement on the
quality of learning and graduate students then be compiled strategy
implementation, and administration of rules that are needed in these
activities.
Moving Class Implementation is expected to provideadded value to
thestudentsin an effort toimprovestudent learning activitiesin schools.
passive beactive learning, so it can moreeasily controlorabsorb
thematerial thatis taughtby ateacherat schoolorobtainhigh achievement.
According Wilford A. Weber (in James M. Cooper) Moving Class is a
complex set of behavior the teacher uses to establish and maintain
classroom conditions that will enable students to achieve their
instructional objectives efficiently – that will enable them to learn. The definitionshowsthat theMoving Class Implementationisa
complexset of behaviorswhich teachersusetoorganizethe
classmovesthatwillhelpstudents achievethe learning
objectivesefficiently. Wilfordsuggests the furtherinsightsregarding
thephilosophical andoperationalMoving ClassImplementation:
1) AuthoritarianApproach: studentsneed to besupervisedandregulated;
2) BullyingApproach: studentsandoverseestudentdisciplineby means
ofintimidation;
3) PermissiveApproach: givingstudentsthe freedomtodowhat students
wants, teachersjustmonitorwhatstudentsdo;
4) TeachingApproach:
teachersteachingplanappropriatelytoavoidbehaviorproblemsof
studentswhoare notexpected;
5) BehaviorModificationapproach:
6) Socio-Emotional Climate Approach: a positiverelationshipbetween
teachers and students;
7) TheGroup/Group DynamicsSystems Approach: groupto
greaterandmaintaineffectiveandproductiveclass.
The approachesthatwilloptimizethe Moving Class implementation
areBehavior ModificationApproach, Socio-emotional Climate
Approach, andGroup/Group Dynamics Systems Approach.
Basedonthe study of theory, researchersdefine theeffectiveness
ofMoving ClassImplementation isthe level ofachievement ofthe
purposeofthe Moving Class Implementation. Moving Class
Implementation is definedasa series ofacts committedteachersin an effort
tocreateclassroomconditionsthatthe learning processcan berun in
accordancewithits purpose. The actions ofthe teachersin
creatingclassroomconditionsmoveis tomake
communicationandinterpersonalrelationshipbetweenteacher-student
reciprocityandeffective, in addition tothe planning/preparationof
teaching
c. The Reason of Moving Class Implementation
subject matter, the atmosphere classes arefunandinteractionof
learnersbyteachersmore intensively. For teachers, make it easierto
manage learning, morecreativeandinnovativein designingthe class, the
teachermore leveragein usinga varietyof media, use ofstudy
timemoreefficient, and easier tomanagea classroom atmospherefora
classroomcourseis designedaccording to the characteristicsof
eachsubject.
According toPeraturan Menteri Pendidikan Nasional Nomor 22 Tahun 2006 tentang Standar Isi pada lampiran Bab III mengenai Beban Belajarit is stated that the education unit at all levels and types of education offer educational programs using the package system or
Sistem Kredit Semester. Those both two systems are chosen based on the level of system and unit categories of the related educational units.
The presence of moving class that becomes one of the options for
the use of classrooms as learning centers cannot certainly be separated
from the emergence of Sistem Kredit Semester (SKS). SKS is a form of continuously advanced systems, or also known as continuous progress
which encourages learners to be able to learn in accordance with the
time they need.The relationship between continuous progress and the
moving class itself is that the class criteria of continuous progress
much different from classes in schools that have used the moving class
today (Suryosubroto, 2002: 133).
From the explanation, it can be concluded thatSistem Kredit Semester (SKS), it is required a learning system which allows students to be more actively engaged as movingclass learning system. Moving class is a learning system that characterizes the specified subjects in the
classrooms. In amoving class system, subject teachershave aclass of its
own. This isa benefit forsubject teacherstoorganizeclasses, accordingto
conditionclasslearning objectives, andprovide a medium forlearningas
needed.
d. Objectives of Moving Class Implementation
The learning ability of student is affected by genetic and environmental
factors. A student will grow well if they are naturally involved in the
learning process which is supported by carefully designed environment
using the clear concept. To develop students' skills in exploring,
creating, thinking, being creative, and developing other abilities, a
school needs to implement a variety of learning models that is managed
through moving class system. The objectives or purposes of the moving
class by Hadi (2008) are:
1) Facilitating students who have a wide range of learning styles of
2) Providing learning resources, props, and learning media in
accordance with the characteristics of each subject
3) Training the students of their self-reliance, cooperation, and social
care
4) Stimulating all aspects of students' development and intelligence
(multiple intelligent)
5) Improving the quality of learning process
6) Increasing the students and teachers’ disciplines
7) Improving the teachers’ skills in relation to the variety of methods
and media that will be applied in student s’ everyday life
8) Increase the students’ courage to ask, answer, express opinions and be open to each subject
9) Enhancing students’ learning motivation and outcomes.
e. Advantages and Weaknesses of Moving Class
Moving Class Implementation has advantages and weaknesses. The
advantages of Moving Class Implementation, according to Sagala
(201:189), are:
1) The teacher has their own learning space that allows for the
classroom arrangement according to the characteristics of subjects,
2) The teacher allows the possibility to optimize the learning resources
3) The teacher plays an active role in controlling the students’ behavior in learning,
4) The use of team teaching in learning will be easily done so as to
facilitate coordination,
5) The assessment of students’ learning outcomes will be more objective because the assessment is performed collaboratively.
The weaknesses of moving class system are:
1) Tiredness due to the moving or migration,
2) Time consuming while walking to migrate.
3) When the students have reached the intended class, it turns out that
students previously occupying the room are still learning in the
classroom and they have to wait.
4) The school equipment that students bring, such as books, are very
heavy. Supposedly students are provided a locker to store their
stuffs.
5) It frequently happens that the students’ stuffs are left behind in the classroom, and they finally are lost.
6) And with regard to the national examination, the students are not
optimal in learning. They are physically and mentally exhausted.
From the explanation, it can be concluded that Moving Class
Implementation contains positive and negative impacts. The positive
impacts are those the students will not easily get bored, they can interact
with other students coming from different class. On the contrary,
negative impacts can be seen from which the lesson time is reduced to
switch classes or waiting for the next class, the students become tired
and will not receive subject matter seriously.
3. Accounting Classrooms Facilities a. Definition of Learning Facilities
In educational field, learning facilities are crucial because they serve to
facilitate learning, so that maximum results will be obtained.
Educational facilities are divided into main categories, namely
educational tools and infrastructures:
1) Educational Tools
Ibrahim Bafadhal (2004: 2) states "Educational tools are all the
maintenance media, materials and furniture that are directly used in
the educational process at schools‖, i.e. tables, chairs, and props.
Suharsimi Arikunto and Lia Yuliana (2008: 273) state that
"Educational tools are the facilities required in the learning process,
whether movable or immovable that the achievement of educational
Based on the two definitions above, it can be concluded that
educational tools are all equipment, materials and furniture which
are directly used in the learning process. This illustrates that the
educational tools are crucial to the learning process.
2) Educational Infrastructure
According to Daryanto(2008: 51)., infrastructure etymologically
means tools or equipment that are not directly used to achieve the
goal Meanwhile, according to Barnawi and M.Arifin (2012: 48),
"Educational infrastructures are all the basic amenities that indirectly
support the implementation of the educational process at schools‖.
Another opinion is expressed by Ibrahim Bafadal (2004: 3) that
"Educational infrastructures can be classified into two categories
which are the ones that can be directly used in the learning process
and the ones that are not used for teaching and learning process but
directly support the teaching and learning process‖.
Based on some of the opinions that have been expressed by experts
above, it can be said that educational infrastructures are all
supporting facilities that indirectly support the teaching and learning
b. The kinds of Learning Facilities
According to Nawawi (1987), in relation to the learning process, there
are two types of educational facilities, namely: educational facilities that
are directly used in the learning process, i.e. chalks, atlases, and other
educational facilities used by teachers in teaching; and educational
facilities that are not directly related to the teaching and learning process
, such as filing cabinet in the school office which is a means of
education that is indirectly used by the teacher in the learning process.
In terms of its relationships with the learning process, Barnawi and M.
Arifin (2012: 49-50) divide facilities into three categories which are
learning tools, teaching aids, and instructional media.
1) Learning Tools
Learning tools are tools that are used directly in the learning
process. These tools include books, pictures, stationery, i.e. chalks,
boards, practicum tools. All of them belong to the scope of the
learning tools.
2) Props
Props are all the supporting tools in the teaching and learning
process. They can be either objects or actions from the most
concrete level to the most abstract notion that can simplify
are important for teachers to realize or demonstrate teaching
materials in order to provide or a clear understanding or picture of
the lessons given. These really help students to not become
verbalism.
3) Instructional Media
The word “media‖ is derived from the Latin language and it is the
plural form of the word “medium‖ which literally means
intermediaries or mediators. The media are any tools that can be
used as a message transferor to achieve the goal of teaching. Media
are something that are channeling messages and can stimulate
thoughts, feelings, and desires, so that the audience can stimulate
the learning process in itself. Creative use of media will allow the
audience (students) to learn better and to improve their performance
in accordance with the objectives to be achieved.
Hamalik (1986) argues that the use of media in teaching learning
process can generate new desires and interests, initiate motivation
and stimulation of learning activities, and even bring the
psychological effects on students
PendidikanBab VII Pasal 42stated that all educational institutionsshall havefacilities and infrastructure.
In the undang-undang SISDIKNAS Nomor 20 Tahun 2003 Bab III Pasal 45 tentang sarana dan prasarana pendidikan,it is read: "Every educational unit either formal and non-formal provides facilities and
infrastructure that meet the needs of education in accordance with the
growth and development of the physical, social intelligence, emotional,
and psychiatric of the learners." This verse means that each school
provides learning facilities and adequate infrastructure for educational
needs, so that all students can utilize them to support their learning
process.
c. Definition of Accounting
According to the American Institute of Certified Accountants (AICPA),
“Accounting is the art of recording, classifying and summarizing in a
significant manner and in terms of money, transactions and events which
are in part at least, of a financial character, and interpreting the results
thereof.‖In Zaki Baridwan (2004:1) “Accounting is a service activity. Its function, primarily financial in nature, about economic entities that is
intended to be useful in making economic decision – in making reasoned
choices among alternatives course of action.‖(Statement of the
According to the American Accounting Association (AAA), as Accounting is the process of identifying, measuring and communicating
economic information to permit informed judgment and decision by
users of the information.
In educational institutions such as high schools, Accounting is a subject
that is still a part of economic subjects so that is not a stand-alone
subject. Accounting is taught in high school as an introduction so that
students understand from now on how to create and manage the
accounting system, record transactions that occur in the service
companies, and prepare financial statements of service companies, so
that the students can practice it. Accounting, in high school, is taught
every week for 2 time-meetings with 3x 45 minutes time allocation each
meeting.
d. Accounting Classrooms
The physical environment where teaching and learning is conducted
have an important influence on the achievement of learning objectives,
i.e. the theory room or classroom. According to the Rohani and Ahmadi
(1991: 120), the space where the process of learning should enable
teachers and students to move more freely, not jostle each other and not
interfere other students during the teaching and learning process. A
that the size of the classrooms should be enough to give freedom of
movement, good lighting and air circulation, and the arrangement of
furniture must be neat for students to move freely. Furthermore, Rohani
and Ahmadi (1991: 120-122) argue that the physical environment where
the learning process is carried out must meet the minimum requirements
to support and enhance the teaching and learning process as well as the
intensity of the positive effect in achieving the learning goals. Those
minimum requirements include the following:
a) Seating arrangement
In the seating arrangement, the most important thing is that it will
allow the students and the teacher face-to- face, so the teacher can
directly supervise the behavior of learners.
b) Ventilation and lighting setting
Ventilation should be sufficient to ensure the health of the learners— that is allowing teachers and students to breathe fresh and not stuffy
air.
c) Item storage setting
Items should be placed in a convenient place that enables to be
instantly achieved when about to be required for teaching and
In the schools that have implemented the movingclass system, the classrooms are suited to each field or subject, one of which is the
accounting class. Accounting class is a class in which there are facilities
arranged in a good way supporting the learning process of Accounting
subject. Its facilities are in the form of instructional media and tools and
furniture appropriated to the needs of supporting the learning of
Accounting. Accounting class should also provide relevant learning
resources in the classroom such as Accountings’ books, Accountings’ journals, and scientific articles related to Accounting. In the classroom
walls, it can also be stuck an Accounting cycle chart or schemes that
facilitate students in studying Accounting.
B. Relevant Studies
1. Hubungan antara Kinerja Guru dan Efektivitas Penerapan Moving Class dengan Motivasi Siswa dalam Mengikuti Pembelajaran Pendidikan Kewarganegaraan di SMA Negeri 4 Baturaja Provinsi Sumatera Selatanby Vovy Septia Rukmala (2011). The results of this research:there is asignificantand positive influence of Teacher PerformanceonStudents’ Motivation (t= 5.493, sig = 0.000).there is a significant and positive
